The Re-Introduction of Ukrainian GCSE Is a Victory for Our Children, and a Promise to Ukraine’s Future

When I wrote for Kyiv Post earlier this year about the challenges facing Ukrainian children rebuilding their lives in the UK, I highlighted an injustice that had persisted for far too long: Ukrainian displaced pupils were being encouraged to take Russian GCSE (General Certificate of Secondary Education in England) because there was no recognized qualification in their own language. For children who had fled Russian aggression, this was more than an administrative failure. It was a question of dignity, identity and belonging.JOIN US ON TELEGRAMFollow our coverage of the war on the @Kyivpost_official. After this week, that situation has finally begun to change. The British government has committed to reintroducing Ukrainian as a GCSE subject, with AQA (Assessment and Qualifications Alliance, an independent non-profit education charity and the largest exam board in England, Wales, and Northern Ireland) now progressing the work towards accreditation of a Ukrainian-language qualification. If the process continues as planned, teaching could begin in schools in September 2028, with the first examinations taking place in the Summer of 2029. For the Ukrainian community in Britain, this is a landmark moment. But for the children who have spent years waiting for their language to be recognized, it means something much more personal. I was reminded of this during this week’s meeting with Georgia Gould MP, the Minister for School Standards, who visited St Mary’s Ukrainian School to see first-hand why this qualification matters. Our local MP, Joe Powell MP and Chair of the APPG (All-Party Parliamentary Group) for Ukraine, Alex Sobel MP also joined us, alongside representatives from AQA. Both MPs have been instrumental in helping establish the case for Ukrainian GCSE and ensuring that the issue received the attention it deserved. Other Topics of Interest Oksana Stomina on Survival and Ukraine’s Future Oksana Stomina on Mariupol, Ukrainian resilience, countering Russian propaganda, bringing prisoners of war home, and the Ukraine she dreams of seeing. The minister spent time in a lesson with our Ukrainian pupils, speaking with them about what this decision means for their education, their futures and their connection to Ukraine. These were not abstract discussions about curriculum policy. They were conversations with children whose lives have been shaped by war and displacement, and who want to retain the language and culture that connect them to home. Pictured: L-R: Inna Hryhorovych MBE, Headteacher of St Mary’s Ukrainian School; Minister Georgia Gould MP; Orysya Novetska, Chair of Governors at St Mary’s Ukrainian School; Aliona Hlivco, Founder & CEO of St. James’s Foreign Policy Group; Nadia Vorokhib, Chair of the Board of Trustees and Head of Finance of Ukrainian St Mary’s Trust; Joe Powell MP, MP for Kensington and Bayswater. (Photo courtesy Ukrainian St Mary’s Trust) As a gesture of gratitude, the children presented the minister with a silk scarf featuring their own artwork, “We Can Dream Again,” created in collaboration with Aspinal of London (pictured below). The design originated during a creative art therapy session, led by Aspinal’s Artistic Executive Designer Mariya Dykalo, in which children were invited to express their hopes and dreams for the future despite the experiences of war and displacement. Bringing together their individual drawings and the colors of the Ukrainian flag, the scarf represents their resilience, creativity and determination to hold on to their identity and dream of returning home. One of those present was Vitalii, a 20-year-old from Ukraine, whose experience demonstrates exactly why this change is necessary. When Vitalii first arrived in Britain, he was unfamiliar with the GCSE system. When choosing additional subjects, he was asked whether he knew Russian. He explained that he could hold a basic conversation but had no understanding of Russian grammar or writing. Despite this, he was encouraged to take Russian GCSE because it could benefit his grades and future education. He refused. As he explained: “Suggesting Ukrainians do Russian GCSE is cruel and dreadful. How can I do Russian GCSE when my people are being tortured and bombarded by Russians? It’s ridiculous to me.” Vitalii reiterated this week just how significant this announcement is. For him, the introduction of Ukrainian GCSE means that future generations of Ukrainian children should never be placed in the same position: having to choose between a potentially valuable qualification and maintaining their dignity. I have spoken to many displaced parents and teenagers who have faced similar situations. Some have refused to take Russian altogether, even when it meant losing an opportunity to gain an additional qualification. Others have struggled to explain why studying the language of the country responsible for destroying their homes is so deeply distressing. We should never have asked this of them. For children who have experienced war, language is not simply another subject on a school timetable. It is the connection to grandparents, friends, family traditions and a country they have been forced to leave. It is part of their identity and, in many cases, an important part of their recovery. At St Mary’s, we see this every week. Our school supports more than 2,500 displaced Ukrainian children across 15 locations in the UK. Many arrive having lost their homes, familiar routines and friendships. Maintaining their Ukrainian education gives them continuity and a sense of belonging at a time when so much else has changed. This is why the reintroduction of Ukrainian GCSE matters beyond the immediate academic benefits. It tells these children that their language is valued, that their experiences are understood and that they have a place in British society without having to leave their Ukrainian identity behind. It is also an opportunity for Britain. Ukrainian should not be seen solely as a heritage language for the displaced community. It is a language of a European nation whose relationship with the UK will become increasingly important in the decades ahead. As Ukraine looks towards recovery and reconstruction, the need for people who understand the country, its language and its culture will grow. Future cooperation will extend across trade, investment, infrastructure, technology, education and business. The UK will need people who can build relationships with Ukrainian partners, understand their priorities and contribute to a long-term economic partnership. The children learning Ukrainian today could become the people shaping that relationship tomorrow. Some will return to Ukraine to help rebuild their country. Others will remain in Britain, acting as a bridge between the two nations. Both will have an important role to play. This is also why this week’s progress represents a genuine partnership between the UK and Ukraine. In this moment, I want to recognize the invaluable efforts of the Ukrainian Embassy in the UK and Ukraine’s Ministry of Education and Science, whose advocacy and cooperation have helped bring this ambition closer to reality. I am equally grateful to Joe Powell MP and Alex Sobel MP for their continued support, and to Minister Georgia Gould and the Department for Education for listening to the concerns of displaced Ukrainian families. AQA’s work to progress the accreditation process is now essential to turning this commitment into a qualification that children can actually take. At St Mary’s, we stand ready to support this next stage. We have years of experience delivering Ukrainian-language examinations in Britain and have already helped hundreds of children gain formal recognition of their language skills. We want to work with AQA and the Department for Education to ensure the new GCSE is accessible to pupils across the country, and believe our school can play an important role as a national center of support. There is still work to do before the first examination papers are sat. But the difference between where we were a few months ago and where we are today is significant. For years, Ukrainian families were told that their language did not have a place in the British examination system. Now we have a commitment to change that. I think of the children who arrived at our school after February 2022, carrying the uncertainty of war but determined to continue their education. They deserve the same opportunities as their British classmates. They deserve to be able to study their mother tongue, achieve qualifications and plan for their futures without having to compromise who they are. A GCSE will not undo the trauma these children have experienced. It will not bring back their homes or end the war. But it can give them something important: recognition, opportunity and the confidence that their identity has a future. The views expressed in this opinion article are the author’s and not necessarily those of Kyiv Post.